Because it is laid out in columns, this site doesn't display properly on a phone held vertically.
Please turn it sideways.
Because it is laid out in columns, this site doesn't display properly on a phone held vertically.
Please turn it sideways.
To read strategically, you need to be conscious of how well it’s going
This page is not yet published. Go back
To read strategically, you need to be conscious of how well it’s going
Reading is a cognitive process. Metacognition, as the name suggests, means reflecting on your cognition: ‘Did I understand that?’; ‘That seems to contradict what they said earlier – I’d better go back and check’.
This helps you to be strategic in your reading – for example, by re-reading something, skipping ahead, looking up a definition, making notes.
It’s an important literacy skill. As with other literacy skills, information designers and writers can lend a hand. Access structures such as headings and summaries support metacognition, because they help readers keep track of where they are in the document’s structure.
And when textbooks or self-help books and sites include self-test questions or learning objectives, these are supports for metacognition that make you aware of your level of understanding.
Britton B and Glynn S, (1987) Executive Control Processes in Reading, Lawrence Erlbaum Associates.
Brown A (1980) Metacognitive development and reading. In Theoretical issues in reading comprehension, eds. R.J. Spiro, B. Bruce, and W. Brewer, pp. 453–479. Hillsdale, NJ: Lawrence Erlbaum Associates.